情緒解放法 (Desuggestopedia) —
Desuggestopedia, the application of the study
of suggestion to pedagogy, has been developed to help
students eliminate the feeling that they cannot be
successful or the negative association they may have
toward studying and, thus, to help them overcome the
barriers to learning.
896C0015蘇裕傑
The meaning of desuggestopedia
Georgi Lozanov
 suggest => desuggest
• This method puts importance on
“desuggesting limitations on learning.”

The originator:
情緒解放法 (Desuggestopedia)
—
Theory
• The reason for inefficient learning
is that we set up psychological
barriers to learning.
• We fear we are unable to perform.
• Then, we limit our ability to learn.
• Then, we fail.
• We do not use the full mental powers
we have.(we use only 5-10 %)
Theory
情緒解放法 (Desuggestopedia)
—
• The limitation of learning need to be
desuggested.
• Suggestopedia- 暗示法 ─裝入有助學習的因素
• Desuggestopedia• desuggesting limitation on learning.
(去除暗示法─去除學習障礙的因素）
• To help Ss eliminate the feeling that they
cannot be successful or the negative
association they may have towards studying.
• To help Ss overcome the barriers to
learning.
Teaching
Lozanov:
• Learning is the process of consciousness
and unconsciousness.
1.Authority
2.Infantilisation
3.Double-planeness (direct/indirect
influences)
4.Intonation and rhythm
5.Concert pseudo-passiveness(假性被動）
6.Relaxed attention
1.What are the goals of teachers who
use Desuggestopedia?
• To accelerate the process of learning a foreign
language for everyday communication
• To desuggest learners’ psychological barriers
• To activate learners’ ‘paraconscious’ part of the
mind
2.What is the role of the teacher?
What is the role of students?
• The teacher’s role:
authority—being confident and trustable
security—affording a cheerful classroom
atmosphere
• The students’ role:
relaxed—following the teacher’s instruction
easily
role play—enjoying in the new identity freely
3.What are some characteristics of the
teaching/learning process?
• Classroom atmosphere—decoration&posters
• A new name and occupation—to dispel fear or
anxiety
• Handout—for advanced students
• No test, no assignment
• Conversation with translation in music—to
activate the’whole brain’ of the students
• Games,songs,role play—to strengthen the
material
4.What is the nature of student-teacher interaction?
What is the nature of student- student interaction?
• The teacher initiates interactions in two way—
1.the teacher to a group of students
2.the teacher to only one student
• The students respond through—
1.nonverbal actions
2.a few target language
• student- student interaction—role play
5.How are the feelings of the students
dealt with?
• Relaxed--psychological barriers are desuggested.
• Confident--the target language comes naturally.
--Success is obtainable.
• Secure--assumption of a new identity
6.How is language viewed?
How is culture viewed?
• Language itself is the first of two planes in the twoplane process of communication.
• Nonverbal factors also influence the linguistic
message.
• The use of the fine arts is important in
Desuggestopedia classes.
7.What areas of language are emphasized?
What language skills are emphasized?
• Vocabulary is emphasized.
• Grammar is dealt with explicitly but minimally.
• Speaking communicatively is emphasized.
8.What is the role of the students’
native language?
• Native language is used to make the meaning of
the dialog clear.
• As the course proceeds, the teacher uses the native
language less and less.
9.How is the evaluation accomplished?
• Evaluation usually is conducted on students’
normal in-class performance, not through tests.
10.How does the teacher respond
to student errors?
 Errors are corrected gently, with the teacher
using a soft voice.
Enjoy the Desuggestopedia
Classroom set-up
•
•
•
•
•
Armchair
Light is comfortable
Everything is bright and colorful
Posters
Music
Enjoy your learning
• The teacher gives the students the
impression that learning is easy and
enjoyable.
Choosing a new identity
• This enhances students’ feeling of
security and allows them to be more
open.
Positive suggestions
•
•
•
•
Direct suggestion
“ T tells Ss they are going tosuccess. “
Indirect suggestion
“To want to is to be able to “
Active concert
• Teacher will introduce a story as related in the
dialog and call the students’ attention to some
particular grammatical points that arise in it, he
reads the dialog in the target language.
• Music is played. The teacher begins a slow,
dramatic reading, synchronized in intonation
with the music. The music is classical and the
teacher’s voice rises and falls with the music.
Passive concert
• In the phase, the students are asked to put their
scripts aside. They simply listen as the teacher
reads the dialog at a normal rate of speed.
• The teacher is seated and reads with musical
accompaniment.
Primary activation
• The students playfully reread the target
language dialog out loud, as individuals or in
groups.
• Students are asked to read the dialog in
particular manner: sadly, angrily, and
cheerfully.
• http://www.lonnygold.com/
Conclusion
• Learning will be facilitated in
relaxed and comfortable environment.
• Learning should be as enjoyable as
possible.
Thanks for your attention!!